Dr. Perry L Glanzer, professor, published Identity Excellence: A Theory of Moral Expertise for Higher Education,, 08/18/2022.

Dr. Perry L Glanzer, professor, published The Dismantling of Moral Education: How Higher Education Reduced the Human Identity, February 9, 2022.

Dr. Perry L Glanzer, professor, published Identity in Action: Christian Excellence in All of Life, September 8, 2021.

Dr. Terrill F. Saxon, professor, published Doctoral degree attainment from Ronald E. McNair scholars program alumni: An explanatory embedded case study in Educational Policy, January 1, 1970, with co-author(s) Dr. Rachel Renbarger, Western Michigan Univ., and Dr. Tony Talbert, professor.

Dr. Terrill F. Saxon, professor, published Increasing post-secondary education (PSE) readiness for at-risk students and students with disabilities in Research and Practice in the Schools, Vol. 6, Issue 1, p. 11-26, January 1, 1970, with co-author(s) Dr. Robin Wilson, and Dr. Tamara Hodges, senior lecturer.

Dr. Terrill Saxon, professor, published Positive youth development: an experimental trial with unattached adolescents in Journal of Adolescence, Vol. 67, p. 85-97, 2018, with co-author(s) Dr. Darrell Hull, University of North Texas.

Dr. Perry L. Glanzer, professor of social foundations, published The Outrageous Idea of Christian Teaching, 08/20/2019, with co-author(s) Dr. Nathan Alleman, associate professor, Baylor University.

Dr. Perry L Glanzer, professor, published Restoring the Soul of the University: Unifying Christian Higher Education in a Fragmented Age, March 10, 2017, with co-author(s) Dr. Nathan F Alleman, associate professor, and Dr. Todd C Ream, professor, Taylor University.

Dr. Grant B. Morgan, associate professor, published "Survey Scales: A Guide to Development, Analysis, and Reporting", August 1, 2016, with co-author(s) Dr. Robert L. Johnson, University of South Carolina.

Dr. Brooke E. Blevins, associate professor, published Youth Act: The Impact of an Action Civics Program on the Community & Political Engagement of Youth in The Social Studies, Vol. 112, Issue 3, p. 116-120, 01/01/2022, with co-author(s) Dr. Karon N. LeCompte, associate professor, Nate Scholten, doctoral students, Kevin R Magill, assistant professor, and Tiffani Riggers-Piehl, Kansas State University.

Karon N. LeCompte, associate professor, published Teaching Federalism: Investigating Federal vs. State Power during a Pandemic in Post-Pandemic Social Studies: How Covid-19 Changed the World and How We Teach, p. 222-236, 02/01/2022, with co-author(s) Dr. Brooke E. Blevins, associate professor, and Kevin R Magill, assistant professor.

Dr. Grant B. Morgan, associate professor, published Generating nonnormal distributions via Gaussian mixture models in Structural Equation Modeling, Vol. 27, Issue 6, p. 974-974, June 1, 2020.

Dr. Lakia M. Scott, assistant professor, published Engaging in “Dangerous Discussions”: Fostering Cultural Competence through the Analysis of Depictions of College Life in Popular Films in Journal of Diversity in Higher Education, 2019, with co-author(s) Dr. Elena M Venegas, University of Texas - Rio Grande Valley, Karon LeCompte, associate professor, Mia Moody-Ramirez, professor, and Toby Zhu.

Dr. Lakia M. Scott, assistant professor, published Examining the Children’s Defense Fund Freedom Schools Model on Middle School Students’ Reading Achievement in Journal of Multicultural Affairs, Vol. 5, Issue 2, p. 1-28, 2020, with co-author(s) Dr. Rachel Renbarger, Baylor University, and Yasmin Laird, Baylor University.

Dr. Sandi Cooper, professor, published Development and Validation of the Algebra Teachers’ Self-Efficacy Instrument: Assessment of Algebra Teachers’ Knowledge and Personal Teaching Efficacy in School Science and Mathematics, Vol. 118, Issue 6, p. 206-217, 2018, with co-author(s) Dr. Trena Wilkerson Wilkerson, professor, Colleen Eddy, University of North Texas, Sarah Quebec-Fuentes, Texas Christian University, Alejandra Sorto, Texas State University, Dittika Gupta, Midwestern State University, Liz Ward, Texas Wesleyn University, Bill Jasper, Sam Houston State University, Yolanda Parker, Tarrant Community College, Winifred Mallam, Texas Woman's University, and Keith Kerschen, Concordia University, Nebraska.

Dr. Sandi Cooper, professor, published The impact of a summer mathematics academy on rising kindergartners’ understanding of early number concepts in Journal of Research in Childhood Education, Vol. 32, Issue 4, p. 419-434, 2018, with co-author(s) Dr. Keith Kerschen, Concordia University, Nebraska, and Ryann Shelton, visiting assistant professor.

Dr. Sandi Cooper, professor, published Elementary STEM learning in In C.C. Johnson, M. Mohr-Schroeder, T. Moore, L. Bryan, and L. English (Eds.), Handbook of Research on STEM Education, p. 101-114, 2020, with co-author(s) Dr. Suzanne Nesmith, associate professor.

Dr. Sandi Cooper, professor, published Selecting quality picture books for mathematics instruction: What do preservice teachers look for? in Children's Literature in Education, Vol. 51, p. 110-124, January 1, 1970, with co-author(s) Dr. Rachelle Rogers, clinical associate professor, Barbara Purdum-Cassidy, clinical associate professor, and Suzanne Nesmith, associate professor.

Dr. Sandi Cooper, professor, published Engineering process as a focus: STEM professional development with elementary STEM-focused professional development schools in School Science and Mathematics, Vol. 119, Issue 8, p. 487-498, 2019, with co-author(s) Dr. Suzanne Nesmith, associate professor.

Dr. Sandi Cooper, professor, published The impact of a varied field experience on preservice teachers’ perceptions of their personal growth: A summer math academy for early learners in The Teacher Educator, Vol. 55, Issue 1, p. 28-46, 2020, with co-author(s) Dr. Ryann Shelton, visiting assistant professor, and Keith Kerschen, Concordia University, Nebraska.